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High School Food and Nutrition Class

Not your moms home economics

San Luis Obispo High School

FSN 426 Business Plan

By: Megan Kitagawa and Brenna Alvarez

9 December 2016
A. Executive Summary

This is a high school cooking course option for free elective at San Luis Obispo High School, offered to

all grades. The class will have lessons on wide variety of topics, including dietary guidelines, basic

nutrient metabolism, label reading, allergens, and dietary preferences. The second component will

include a cooking lesson on the basics of food preparation, proper safety and handling, and basic

techniques that they can utilize outside of the school setting. We are breaking out of the traditional

classroom setting to give a hands-on opportunity to learn kitchen skills, communication skills,

teamwork, and knowledge of the relationship between food choice and health.

a. Organizational Objectives

i. Increase fruit/vegetable consumption by 50% across all students enrolled.

ii. Increase whole grain consumption by 3 servings/w on average.

iii. Provide working knowledge of at least 2 healthful recipes per student to be

prepared at home, with or without family involvement.

iv. Knowledge of food safety concepts and the most common allergens and how to

avoid cross-contamination.

v. Increase student interest in preparation of healthful meals and application to

lifestyle by 100%.

vi. Increase awareness of food choices in different cultures/dietary

preferences/health conditions.

vii. Increase awareness of current food trends and assessment of their potential

costs/benefits for health.

viii. Create useful, active Facebook course page for students to provide feedback,

upload photographs of recipes and meals prepared at home for assignments, and

as a communication tool for students and teacher.

ix. Our objective is to assess student knowledge of basic nutritional and cooking

concepts in the context of their current diet. Introducing hands-on, learn-by-


doing style lessons into current educational curriculum provides an opportunity

for early interventions in students health prior to adulthood. Instilling healthy

habits in adolescence allows the opportunity to carry them to adulthood that can

reduce the risk of disease later in life. Students will also realize that healthy

food can be tasty and appealing.

b. Mission Statement

i. To teach students the basics of cooking and nutrition and encourage healthy

choices in a hands-on learning environment.

ii. The mission of this course is to provide students the opportunity to learn how to

prepare healthful foods alongside their peers in an engaging, dynamic

environment.

B. Company Summary

a. Company Ownership

i. San Luis Obispo High School administration

b. Start-up Summary (Budget)

i. Instructor annual salary

ii. We will require funds for the instructors annual salary in the amount of

$61,000, purchasing of kitchen supplies and weekly food provisions for an

approximate cost of $/academic year. This will require a minimum amount of

$85,000 for the first year, provided by the Bill and Melinda Gates Foundation.
Company Location and Facilities:

Ideal Layout of Kitchen (http://afreakatheart.blogspot.com/2013/07/commercial-kitchen-design-drawings.html)


C. Services

a. Service Description

i. The service this course will provide is free nutrition education for students for

which they will receive academic credit.

ii. Students will also be allowed to eat the food that is prepared, providing a

free/low-cost, nutritious meal to enrolled students. Tasting the food they are

preparing will hopefully encourage students to seek out other similar recipes

and prepare at home for themselves and their families, and foster a healthy food

environment at home.

b. Competitive Comparison

i. No course with this structure exists in the SLO High School course offerings, or

in the community, in which the instructor has a specific educational background

in nutrition and food handling, that also places an educational emphasis on the

use of social media to foster increased interest in the course and the subject

beyond that of a traditional home economics or health class. Students will be

closely involved in the structure of the cooking portion of the course, with their

feedback being used to model the recipes prepared and their dietary preferences

being noted and taken into consideration.

D. Market Analysis Summary

a. Market Segmentation

i. We aim to target SLO High School students with interest in nutrition and

cooking, and if the program proves to be successful and well accepted at the

school, expand to other schools in the district and state with an active

traditional home economics curriculum. We hope that the incentive of free food

and the lack of a traditional classroom structure will increase the attractiveness

of the course to those students seeking an elective class.


b. Business Participants

i. High school age students who use social media

ii. Teaching faculty with background in nutrition and cooking experience

iii. High school administration

c. Distribution Patterns

i. Initially advertise introductory seminar to students via flyers posted at school

and social media to assess interest one semester before intended start

ii. Use social media to raise awareness and interest for future semesters

d. Main Competitors

i. External nutrition education courses independent of the school

ii. Pinterest and other outlets used for circulation of recipes

E. Strategy and Implementation Summary

a. Marketing Strategy

i. Use of social media among class participants to promote class activities, active

participation outside of class hours, improve teacher-student and student-

student communication

ii. Raise awareness of the class in school administration at SLO High

1. Not your moms home economics, to meet modern demands of

society related to health and nutrition awareness in food

2. Long-term benefits of education in nutrition related to healthcare costs

a. Individual socioeconomic contribution throughout lifetime

improves with increased health

b. Improves long-term health and learning potential/earning

potential

b. Pricing Strategy
i. Flyers- price for paper

ii. Social media - free

iii. Budget - Instructor salary and supplies

1. Kitchen supplies, cleaning supplies, food, textbook, classroom supplies

c. Promotion Strategy

i. Place flyers at SLO High to generate excitement among student body and

faculty

ii. Advertise course events and presentations on social media frequented by

student body to assess student interest in topics related to cooking and nutrition

iii. Recruit degreed nutritionist with teaching credentials,

1. Speakers to promote the course (health professionals, university

faculty)

2. Perform background check

3. Distribute applications via local AND newsletters and San Luis Obispo

County newsletters and mailing lists, LinkedIn, Cal Poly

iv. Promotional Materials

a. Flyers, social media, oral presentations at school to raise

interest in students

b. Use email to advertise in CP nutrition courses for potential

volunteers

c. Help create curriculum, find recipes, grocery shopping

d. Syllabus will have semester meeting dates, recipe calendar,

external resources for related recipes, cooking techniques,

nutrition education from AND, AHA, ADA.


Example Flyer:

F. Management Summary

a. Organization Chart

i. Job Description

1. Full-Time Nutrition/Cooking Instructor-


a. San Luis Obispo High School, San Luis Obispo, CA

b. Report to High School Principal/Head Administrator

c. Tasks: Prepare lectures and discuss concepts of basic nutrition

education in context of adolescent needs. Prepare hands-on

cooking lessons for enrolled students to engage learning and

interest in health and diet. Manage and mediate social media

content related to coursework in a professional manner. Make

administrative and budget decisions regarding material

procurement for lessons.

ii. Job Specification

1. Minimum Bachelors degree, in nutrition or similar field preferred.

2. Licensed to teach within state of California under Board of Education/Teaching

Credentials

3. >1 year teaching experience preferred

4. ServSafe certified before or at time of employment.

5. Specific desired qualities and skills:

a. Great communication skills

b. Enthusiasm for nutrition and cooking

c. Good judgment and problem solving skills

d. Leadership skills

e. Flexible/adaptable with high school aged students

f. Must have working knowledge of proper food safety practices

and current recommendations in nutrition

b. Personnel Plan

i. Orientation Procedure-Training Plan

1. Training Session for One New Employee


a. Introduction to the school

I. Standard new hire orientation procedure

Introduction and orientation with new and current faculty

Standard code of conduct for professionalism

Safety procedures

Scheduling

Administrative protocol/disciplinary action

b. Discussion of three overarching goals for class.

i. Educate students on fundamental nutrition concepts

ii. Stimulate students interest in overall health over the course of

their lifetime

iii. Provide recipes for students to make at home, targeted for

novice culinary skills

Lesson Plan:

Title: Proper Kitchen Attire

Bridge-In:
Students come straight from PE class wearing the same clothes they wore while playing basketball. How could this
potentially be unsafe from a food safety perspective?

Objective(s)Educate students on proper foodservice attire for working in a food handling environment, discuss examples of
appropriate and inappropriate attire, and determine the underlying reasons for why certain clothing is appropriate or not.

Target audience: high schools students looking to prepare fresh, ready-to-eat foods

Pre-Assessment:
Audience will assess what parts of the PE outfit are not suitable to be in the kitchen with.

Participatory Learning
Time Instructor Activities Learner Activities Materials

2 min Bridge in/introduction Learners will identify if example PE Unwashed PE


- Why is appropriate attire student is dressed appropriately, and why uniform, and correct
important? or why not. dress (clean pants
- Proper attire is just as important and shirt, closed toe
as hygiene and grooming shoes).
- Food service attire is important
to prevent cross contamination
and maximize safety

6 min Compare and contrast the proper and Break down the components that make Show where
improper kitchen attire, and discuss easy the outfits unsuitable for the kitchen clothing storage
fixes to make sure everyone is dressed environment areas are, if desired,
properly to cook each class. Clothes may be dirty from the student lockers can
physical activity outdoors, and also be used.
may be sweaty as well.
Students do not need to look
good for this one class, can
bring an old clean t-shirt to
wear over tank tops, etc. and
approved shoes for this
individual class, and wash the
shirt weekly.

2 min Additional important points/questions Ask questions if they have any


- Also discuss how clean clothing
in general is as important for
food safety as personal hygiene
and proper grooming
- Importance of wearing apron
while preparing food and
removing before entering
bathroom

Post-Assessment:
Assess whether audience successfully learned the 3 objectives through their participation throughout the presentation (did
they answer correctly or incorrectly), and if they have any further questions/need clarification.

Summary:
Show students the importance of dressing properly for class, while also showing that it is easy to plan for.

http://www.pulsecommunity.org/page/lesson-plan-basics

c. Financial Plan

i. Pricing (annual)

1. Instructor salary ~$61,000 + $24,000 benefits

2. Kitchen supplies (try to use what the school already has) ~$300/school

year for extra supplies needed (replace worn out pots and pans, knives,

can openers, peelers, flatware, cutting boards, etc.)

3. Cleaning supplies - use existing industrial cleaning supplies + food-safe

detergents (~$100/year)
4. Utilities ~$1500/year for additional water/gas/electricity (dishwasher

use

5. Food ~$50/class

6. Classroom supplies: paper syllabus and booklet of recipes

~$150/school year

d. Important Assumptions

i. Productivity Ratios: labor hours/food produced+students taught

1. Inputs

a. Labor hours/labor minutes:

i. Slo High: 1hr/day Mon-Fri

2. Outputs

a. Students being instructed, food produced, services performed

by instructor long-term health benefits? ($)

https://www.cdc.gov/mmwr/preview/mmwrhtml/00042446.htm

e. Product Line Prices

i.

Year 1 Year 2

Annual Salary $54,000 $61,000

Fringe Benefits $18,000 $24,000

Total cost of classes $550 $550

Kitchen supplies $300 $100?

Cleaning supplies $100 $100


Utilities $1500 $1500

Direct costs $74,450 $87,250

Indirect costs ~10% direct costs = $8700

$7400

Total cost $81,850 $95,950

f. Cost-Benefit Analysis

i. The cost to deliver the program is $81,850 the first year, and the benefits are

related to the impact on the students eating habits and overall health. This

could eventually help reduce the rates of obesity and risks of chronic disease in

the future. Educational interventions at the adolescent level can establish

healthy habits at a young age that students can maintain throughout their

lifetime. By the time they reach adulthood, many habits related to diet and

physical activity are already ingrained in individuals actions, and these can

negatively impact health outcomes later in life. Increased risk of cardiovascular

disease, diabetes, and hypertension are associated with overweight and obesity,

as a result of poor diet and lack of physical activity. This program aims to

intervene at the level of prevention via diet quality, and hopefully will trickle

up to students parents and caretakers to improve quality of the home

environment in relation to health. The annual financial impact of chronic

diseases such as cardiovascular disease is equivalent to $320 billion in

healthcare costs and lost productivity nationwide (CDC). Although this

program will have minimal large-scale impact on nationwide rates of healthcare

spending, the long-term benefits include reduced risk of chronic disease and
spending on healthcare for each student upon reaching adulthood. Americans

spend an average of $7000 per year on healthcare, with 75% of our spending

being on treatment of chronic disease (CDC).

G. Analysis

a. Three policies

i. Instructor and students must wash hands before working with food

ii. Instructor and students must wear hairnet in kitchen

iii. Instructor must be aware of students food allergies.

b. Three procedures

i. Before working, wash hands for 20 seconds with warm water and soap.

ii. Put a hairnet on outside of the kitchen, making sure all loose strands are tucked

in

iii. The instructor must ask students in the beginning of the semester to see if any

students have food allergies.

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